This study aims to identify trends in undergraduate geoscience course instruction and assess its impact on students' development of critical workforce skills and dispositions, with the goal of utilizing these data to enhance curricular design. The following questions guide our research: How frequently do faculty incorporate opportunities for geoscience majors to practice desired workforce skills and dispositions in their courses? To what degree do undergraduate geoscience students practice workforce skills and dispositions across their degree program? How would modifying the undergraduate geoscience curriculum impact student development of workforce skills and dispositions? To address these questions, we developed a synthesized list of critical workforce skills (e.g., data collection and interpretation, temporal and spatial thinking, written and oral communication) and dispositions (e.g., professionalism, work ethic, flexibility), created new and modified existing questions from the National Geoscience Faculty Survey (NGFS), and administered the survey to faculty and students in undergraduate geoscience programs at two public universities in the Pacific Northwest. Follow-up interviews with faculty will be used to validate the survey questions and better understand how course activities are implemented and influence students' development of critical workforce dispositions. The analysis could serve as a model for undergraduate geoscience programs seeking to evaluate their effectiveness in preparing students for the workforce, which can inform curricular changes. We aspire to offer valuable insights to the broader geoscience community on how student employment and workforce needs may be better addressed by degree programs.